Abstract
Although relatively little attention has been given to the voice assessment of student work, at least when compared with more traditional forms of text-based review, the attention it has received strongly points to a promising form of review that has been hampered by the limits of an emerging technology. A fresh review of voice assessment in light of recent technological developments strongly suggests that this form of review is now ready for broad adoption. Favorable student reception of voice assessment and its potential for raising instructor awareness around the review process itself argue further for considering it afresh.
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